103RD GENERAL ASSEMBLY
State of Illinois
2023 and 2024
SB3642

 

Introduced 2/9/2024, by Sen. Willie Preston

 

SYNOPSIS AS INTRODUCED:
 
105 ILCS 5/2-3.200

    Amends the State Board of Education Article of the School Code. In the provisions requiring State Board of Education develop and make available training opportunities for educators in teaching reading, provides that the materials may include the creation of an online portal to train educators in teaching Black English language learners and Black English as a second language. Provides that the portal shall aid educators in teaching students accustomed to using the African American English vernacular, teach about the history and development of African American English vernacular, and include evidence-based methods in teaching literacy to these students accustomed to African American English vernacular. Effective immediately.


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STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT
MAY APPLY

 

 

A BILL FOR

 

SB3642LRB103 37951 RJT 68083 b

1    AN ACT concerning education.
 
2    Be it enacted by the People of the State of Illinois,
3represented in the General Assembly:
 
4    Section 5. The School Code is amended by changing Section
52-3.200 as follows:
 
6    (105 ILCS 5/2-3.200)
7    Sec. 2-3.200 2-3.196. State Board of Education literacy
8assistance.
9    (a) The State Board of Education shall adopt and make
10available all of the following to each publicly funded school
11district by July 1, 2024:
12        (1) A rubric by which districts may evaluate curricula
13    and select and implement evidence-based, culturally
14    inclusive core reading instruction programs aligned with
15    the comprehensive literacy plan for the State described in
16    subsection (c).
17        (2) A template to support districts when developing
18    comprehensive, district-wide literacy plans that include
19    support for special student populations, including, at a
20    minimum, students with disabilities, multilingual
21    students, and bidialectal students.
22        (3) Guidance on evidence-based practices for effective
23    structures for training and deploying literacy coaches to

 

 

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1    support teachers and close opportunity gaps among student
2    demographic groups.
3    (b) On or before January 1, 2025, the State Board of
4Education shall develop and make available training
5opportunities for educators in teaching reading that are
6aligned with the comprehensive literacy plan described in
7subsection (c), supportive of Black English language learners,
8and consistent with State learning standards. This support may
9include:
10        (1) the development of a microcredential or a series
11    of microcredentials in literacy instruction aligned with
12    the comprehensive literacy plan described in subsection
13    (c) to be affixed to educator licenses upon successful
14    demonstration of the skill or completion of the required
15    coursework or assessment, or both, or online training
16    modules on literacy instruction, aligned with the
17    comprehensive literacy plan described in subsection (c)
18    and consistent with State learning standards, accepted for
19    continuing professional development units; and
20        (2) the creation and dissemination of a tool that
21    school districts, educators, and the public may use to
22    evaluate professional development and training programs
23    related to literacy instruction; and .
24        (3) the creation of an online portal to train
25    educators in teaching Black English language learners and
26    Black English as a second language. The portal shall aid

 

 

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1    educators in teaching students accustomed to using the
2    African American English vernacular, teach about the
3    history and development of African American English
4    vernacular, and include evidence-based methods in teaching
5    literacy to these students accustomed to African American
6    English vernacular.
7    (c) In consultation with education stakeholders, the State
8Board of Education shall develop and adopt a comprehensive
9literacy plan for the State on or before January 31, 2024. The
10comprehensive literacy plan shall consider, without
11limitation, evidence-based research and culturally and
12linguistically sustaining pedagogical approaches to meet the
13needs of all students and shall, at a minimum, do all of the
14following:
15        (1) Consider core instructional literacy practices and
16    practices related to the unique needs of and support for
17    specific student populations, including, at a minimum,
18    students with disabilities, multilingual students, and
19    bidialectal students, and the resources and support,
20    including professional learning for teachers, needed to
21    effectively implement the literacy instruction.
22        (2) Provide guidance related to screening tools, the
23    administration of such screening tools, and the
24    interpretation of the resulting data to identify students
25    at risk of reading difficulties in grades kindergarten
26    through 2. This guidance shall outline instances in which

 

 

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1    dyslexia screenings and other universal screeners are
2    appropriate for use with English learners.
3        (3) Provide guidance related to early literacy
4    intervention for students in grades kindergarten through 2
5    for schools to implement with students at risk of reading
6    difficulties, as well as literacy intervention for
7    students in grades 3 through 12 demonstrating reading
8    difficulties.
9        (4) Consider the impact of second language acquisition
10    and bilingual education on reading instruction in the
11    student's native language and English.
12        (5) Define key terminology, such as "evidence-based".
13        (6) Contextualize the interaction between elements of
14    the plan and existing laws and regulations that have
15    overlapping components, such as a multi-tiered system of
16    support.
17        (7) Focus on a comprehensive range of elements of
18    literacy, including phonological awareness; decoding
19    (phonics); encoding (spelling); vocabulary development,
20    including morphology, oracy, and reading fluency; and
21    reading comprehension, including syntax and background and
22    content knowledge.
23(Source: P.A. 103-402, eff. 7-28-23; revised 9-25-23.)
 
24    Section 99. Effective date. This Act takes effect upon
25becoming law.